Above is the template, we can start adding to it or working on it. After you have changed something just re-upload it for us.
I have no idea what we are doing for this. Carrie, did you grab the topic? What is it? -Megan
Hola chicas,
Our topic is "Comprehensible Input," it's credited to a professor/big name in ESL named Stephen Krashen. You can check out his website at www.sdkrashen.com, I think. It's something like that. I have a lot of old ESL books/notes that I'm sure have info on this.
The theory basically says that you have to go just above what a child knows but not too far above in order for them to learn and advance. (It's not rocket science...haha!) I guess he was just one of the first to coin a term for it.
I'll look into more after I get some more stuff squared away with Megan on the math project.
-Rebecca
I'll be gathering information too. I knew Rebecca would be in the know on this one. Malerie and Megan, y'all will know all about Krashen after EESL 610. It seemed like a good topic to pick. Cindy H thought so too.
-Carrie
Here's some pertinent info (there's a whole chapter in the book I have, Making Content Comprehensible for English Learners: The SIOP Model.":
(from old notes:)
-Comprehensible input is the language that students understand through the context of a situation
-Need to: build consistency in classroom routines, create word walls, display pictures/graphics, repeat/rephrase, use visual cues, use whole body to convey message
-Is "input/instruction that is just above the students abilities. Instruction that is embedded in a meaningful context, midified, collaborative/interactive, and multimodal.
(from book:)
-"Comprehensible input is achieved when teachers pay attention to the unique linguistic needs of ELs and consistently incorporate these techniques into their daily teaching routines" (p. 79)
-avoid idiosm, paraphrase, repeat, use cognates, simplify sentence structure (p. 80-81)
-clearly explain academic tasks
-there's a long list of techniques to make content concepts clear
Professional Development Assignment Lesson
Above is the template, we can start adding to it or working on it. After you have changed something just re-upload it for us.
I have no idea what we are doing for this. Carrie, did you grab the topic? What is it? -Megan
Hola chicas,
Our topic is "Comprehensible Input," it's credited to a professor/big name in ESL named Stephen Krashen. You can check out his website at www.sdkrashen.com, I think. It's something like that. I have a lot of old ESL books/notes that I'm sure have info on this.
The theory basically says that you have to go just above what a child knows but not too far above in order for them to learn and advance. (It's not rocket science...haha!) I guess he was just one of the first to coin a term for it.
I'll look into more after I get some more stuff squared away with Megan on the math project.
-Rebecca
I'll be gathering information too. I knew Rebecca would be in the know on this one. Malerie and Megan, y'all will know all about Krashen after EESL 610. It seemed like a good topic to pick. Cindy H thought so too.
-Carrie
Here's some pertinent info (there's a whole chapter in the book I have, Making Content Comprehensible for English Learners: The SIOP Model.":
(from old notes:)
-Comprehensible input is the language that students understand through the context of a situation
-Need to: build consistency in classroom routines, create word walls, display pictures/graphics, repeat/rephrase, use visual cues, use whole body to convey message
-Is "input/instruction that is just above the students abilities. Instruction that is embedded in a meaningful context, midified, collaborative/interactive, and multimodal.
(from book:)
-"Comprehensible input is achieved when teachers pay attention to the unique linguistic needs of ELs and consistently incorporate these techniques into their daily teaching routines" (p. 79)
-avoid idiosm, paraphrase, repeat, use cognates, simplify sentence structure (p. 80-81)
-clearly explain academic tasks
-there's a long list of techniques to make content concepts clear
That's the gist -Rebecca